Criterion Group	HD	A	B	C	F	Mark
Topic Specific
Answered the question	Is entirely focused on the core discussion points relevant to their country, and demonstrates a sophisticated understanding of the relevant issues.	Establishes a solid case that addresses almost all of the specific concerns of the assignment task.	Develops a sound case that addresses most of the concerns of the assignment task and stays mostly on topic.	Demonstrates a case that is related to the topic, though it wanders off-topic and/or addresses areas that are of little or no concern to the assignment task at hand.	Does not address the core concerns of the assigned task, and uses examples that are poorly, or not at all, related.	/5
Argument
Clear statement of argument	Has a clear and well-integrated sense of argument that flows through the entire paper. This includes argument being directly referred to in the main body.	Has a clear statement of argument in the introduction and conclusion, and will indirectly mention it within the main body of the paper.	Has some type of statement of argument in the introduction and conclusion, but reference to the argument in the main body is vague.	Indicates that there might be some position taken in the essay but this is not made explicit and does not come through in the main body.	Does not appear to contain any clear argument, either in the introduction/conclusion or the main body.	/5
Academic evidence and reason in support of the argument	Integrates appropriate evidence and argument in a sophisticated manner. The support chosen is entirely in alignment with the core argument of the essay and successfully engages with alternative viewpoints.	Integrates appropriate evidence and argument. The support chosen is in alignment with the core argument of the essay and successfully engages with alternative viewpoints.	Integrates evidence and supportive arguments. The support chosen is generally in alignment with the core argument of the essay and acknowledges alternative viewpoints.	Uses some appropriate evidence and argument in the paper. The support chosen is broadly in alignment with the core argument of the essay, though there may be some misinterpretation of evidence and contradictory statements. Alternative viewpoints are not particularly well addressed.	Does not use appropriate evidence or argument. The support chosen is generally taken out of context or misrepresented, and opposing viewpoints are not adequately dealt with.	/15
Use of examples and quotations	Cleverly uses appropriate examples and quotes. The examples used are interesting, engaging, and well-chosen to best support the argument.	Uses appropriate examples and quotes. The examples used are interesting, engaging, and well-chosen to support the argument.	Uses appropriate examples and quotes, though they may not be used to best effect. The examples used are engaging and reasonably well-chosen to support the argument.	Uses quotes, though they may not all be relevant or used to best effect. The examples used are chosen to support the argument, though they may not always do so effectively.	Either does not use examples and/or quotes, or they are chosen poorly and they do not assist the argument being made (if one exists in the paper).	/10
Academic skills
Academic writing style	Clear, precise and elegant. Demonstrates a command over the essay format through the use of language that is simple and effective.	Clear and precise, though occasionally the presentation of ideas may be overly complicated or overworked.	Satisfactory, though use of language unclear at times and/or relies on rhetorical devices.	Broadly satisfactory, but the format and style of the essay are poorly executed. This poor execution at times affects the flow of what is presented.	Bears little resemblance to the expected essay format, such as the use of bullet points and overreliance on direct quotations.	/5
Appropriate referencing	Demonstrates a sophisticated use of referencing material, arguments and factual information, including synthesis from a number of sources.	References all of the appropriate ideas and facts within the essay, and provides some synthesis from a number of sources.	Most ideas or facts are attributed, although there may be some gaps in referencing and/or reliance on direct quotation to convey conceptual information.	Some ideas or facts are attributed, and there are gaps in referencing and/or over reliance on direct quotation to convey conceptual information.	Few (if any) referenced ideas, facts or opinions.	/2.5
Use of required referencing system	Fully compliant with current Harvard system. Few (if any) errors.	Compliant with Harvard system, with some errors.	Broadly compliant with Harvard system. Inconsistent use of page numbers and/or referencing of online documents.	Non-Harvard system used and/or many errors are present.	No consistent referencing standard applied.	/2.5
Depth of research	8 or more independent sources.	7 or more independent sources.	6 or more independent sources.	5 or more independent sources.	4 or fewer independent sources.	/10
Written communication skills
Overall structure and conclusion	Demonstrates a clear and elegant progression between the substantive points made. The supportive points are grouped logically, and there are ‘signposts’ that explain the links inside and between the substantive points being made.	Displays a clear relationship between the substantive points to be made and has internal consistency, though ‘signposts’ within or between these points are not always clear.	Generally has a clear relationship between the substantive points, though makes some structural errors in ordering the information, and/or may lack clear links between the sections.	Has a general structure and some relationship between substantive points, though this is not particularly logical, nor well presented.	Contains no discernible structure, and lacks a delineated approach to the material presented.	/10
Clear, concise, well-constructed introduction	Combines all three elements of an introduction coherently. Provides a stepwise plan for the essay and displays a well thought out approach, indicating specific examples to be used.	Combines all three elements of an introduction coherently. Provides a stepwise plan for the essay.	Combines all three elements of an introduction coherently. Provides a stepwise plan for the essay, but lacks clarity and/or brevity.	Is missing one of the elements of an introduction and is lacking clarity and/or brevity.	Is missing two or more of the elements of an introduction.	/10
Clear, concise, well-constructed conclusion	Combines all three elements of a conclusion coherently. Provides a simple statement restating the argument, drawing together the elements of the supportive arguments made in the essay.	Combines all three elements, and provides a restatement of the argument, drawing together the elements of the supportive arguments made in the essay.	Possesses all three elements of a conclusion but lacks clarity and/or brevity.	Is missing one of the elements of a conclusion and is lacking clarity and/or brevity.	Is missing two or more of the elements of a conclusion.	/10
Clear, grammatically correct, written expression	Very few (if any) grammatical errors. The meaning of each sentence is always clear and easily understood.	Few grammatical errors. Mostly the meaning of what is written is clear.	Some grammatical errors. Generally the meaning of what is written is clear.	Many grammatical errors. At times the meaning of what is written is affected by these errors.	Numerous grammatical errors are present, and this affects the ability to understand the meaning of what is said.	/10
Required Length					Exceeds 1250 words (text) or is less than 1125 words (text)	/5
General Comments: /100

RRAP101

Marking Rubric